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Learning and Teaching InstituteResearch and Knowledge Transfer Office

1 1 t h A n n u A l S t A f f C o n f e r e n C e

Retention and success:enhancing student outcomes

Friday 13th September 2013

Conference Programme

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Registration and Refreshments 08:30 – 09:00: Binks CBK010 and CBK013/1&2

Welcome: The Vice Chancellor09:00 – 09:05: Binks CBK011

Introduction to the Conference: Dr Chris Haslam 09:05– 09:15: Binks CBK011

Keynote One:Professor Liz ThomasProfessor of Higher Education, Edge Hill University, and Independent HE Consultant09:15 – 09:55: Binks CBK011

Keynote Two:Becky Lees Chester Student’s Union Vice-President, University of Chester09:55 – 10:10: Binks CBK011

Questions10:10 – 10:20: Binks CBK011

Refreshment Break 10:20 – 10:40: Binks CBK010 and CBK013/1&2

COnCURREnT MORnIng SESSIOnS A 10:45 - 11:35

FORUM – PART A: Student Retention and Success at the University of Chester - “What’s Worked and Why” – successful initiatives from the 2012-14 programme(Introduced by Dr Kate Irving, Director of Learning and Teaching)Binks CBK011

SESSIOn A1: Use of a Web-Based Interactive Learning Resource in a Part-Time, Blended Learning ProgrammeDr Deborah RobertsonWestminster CWE126/1&2

SESSIOn A2: Exploring Students’ Experiential Learning Prior to University and How this Impacts on their Pedagogical needsDr June Keeling, Emma godding, Dr Jan gidman Binks CBK106/1

SESSIOn A3: Resolving Dissertation Supervision Dilemmas (to aid retention)Dr Stephen FallowsBest CBB116

SESSIOn A4: Understanding Research ImpactProfessor neville FordBest CBB017

SESSIOn A5: Developing Enterprise Skills through Extra-Curricular Activities including ‘Bootcamps’ and ‘Boiler Rooms’Dr Simon Adderley, Paul Kirkbright, Irene HarrisChritchley CCR016

SESSIOn A6: Drifting to UnderstandProfessor Allan OwensBest CBB115

COnCURREnT MORnIng SESSIOnS B 11:45 - 12:35

FORUM - PART B: Student Retention and Success at the University of Chester - “What Works – Ideas for the Future” - initiatives and activities planned for 2013/14(Introduced by Dr Kate Irving, Director of Learning and Teaching) Binks CBK011

SESSIOn B1: The grading of Coursework: Student Self-Expectations and Tutor grades Dr John Cartwright, Phil Wood, neil PicklesBest CBB017

SESSIOn B2: A Comparative Study of the Perceptions of Support Staff on their Contribution to the Student ExperienceDr Julie-Anne Regan, Dr Emma Dollard, nicci Banks Best CBB115

SESSIOn B3: Writing in Creative Practice: Exploring Layers of Meaning Elizabeth Kealy-MorrisBest CBB116

SESSIOn B4: Education for Sustainability: Harvesting Sustainability Skills Across the CurriculumAlice ElliottBinks CBK106/1

SESSIOn B5: Does the Use of High Fidelity Simulation Adequately Prepare nursing Students for Practice?Stella WhitleyWestminster CWE126/1&2

SESSIOn B6: The Impact of Enrichment in Teacher Education Deirdre HewittChritchley CCR016

SESSIOn B7: Don’t get Me Wrong: Meeting the Challenges of Postgraduate Ethics ApplicationsProfessor Elizabeth Mason-WhiteheadWestminster CWE125/2

Lunch 12:40 – 13:40: Whites Dining Room

COnCURREnT AFTERnOOn SESSIOnS C 13:45 - 14:35

SESSIOn C1: Crossing the Pond – Building on the Alverno Experience through Exploring Innovative Assessment and Student Self-ReflectionDr Moira Lafferty, Susie Williams Best CBB117

SESSIOn C2: Web 2.0 Practices and Emerging Technologies in Undergraduate ResearchAdele CreerBinks CBK106/2

SESSIOn C3: Understanding Issues Affecting Student Retention and Success: Using nSS and FYES Student Survey ResultsMichelle Spruce, Lola AdegbuluBest CBB115

SESSIOn C4: REF2014: Putting the Finishing Touches to the Impact and Environment TemplatesProfessor neville FordBest CBB012

SESSIOn C5: A Site-Responsive Curriculum?Professor Peter HarropBinks CBK106/1

SESSIOn C6: Work Based Learning: The Transition Across Organisational Contexts - A Personal Perspective Jean EversBest CBB116

SESSIOn C7: The Angry Tutor: Learning to Love the Student Who Simply Isn’t That Bothered... Or Just Couldn’t Care LessAto Erzan-EssienWestminster CWE126/1&2

SESSIOn C8: Use of Audio and Video Feedback for Posters and Digital PresentationsWendy garner, Tony Pickford Westminster CWE125/2

SESSIOn C9: Improving Academic Attainment, Retention and the Student Experience through Peer-Assisted LearningMaria Skinner, Ed RigbyChritchley CCR016

Refreshment Break14:40 – 14:55: Binks CBK010 and CBK013/1&2

Annual Address: The Vice Chancellor15:00 – 16:30: Binks CBK011

Conference Overview

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Welcome to the University of Chester’s 11th Annual Staff Conference!

We warmly welcome you to our 2013 Staff Conference. This event offers a great opportunity for like-minded peers and partner organisations to get together in order to exchange and debate learning and teaching issues in the HE sector. Sometimes it only takes a small idea or a “spark”, to ignite a thought-process which begins something that can really make a difference to our practice, and ultimately the student learning experience. We are calling these our “Aha” moments!

This year we are trying to make the Staff Conference more sustainable. You will see reference to this throughout the programme, as well as during the day itself.

We welcome your feedback on this year’s Conference and for the first time we will be trialling on-line evaluation of the event. We will be contacting you all after the Conference, or you can scan the QR code available in the programme on page 12. We would appreciate it if you could spare some time to provide us with this feedback as it will be used to inform future Staff Conferences.

Our thanks to all colleagues both within and external to the University whose work has contributed to the success of this event.

We hope that you have an interesting and enjoyable day.

Kay DuttonChair of the Staff Conference Planning Teamlearning and teaching Institute

What’s new for 2013?• There is more opportunity for you to make notes as well as record

your ‘Aha’ moments on pages 13 to 15 of the programme

• Sustainability: This year we have worked closely with green Chester to provide a more environmentally sustainable Conference - please see page 4 for details

• Campus Map: You will find this on the back page of the programme

• Twitter Feed: We welcome your thoughts during the Conference. Please Tweet your comments using our hashtag. Tweets will be displayed on the digital signage system throughout the day

When you have finished with this programme please recycle it

#uocstaffconf

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This academic year will once again include two Development Weeks at Chester and two Skills for Success days at Warrington. Please could you promote these to your students to help improve retention and success.

Environmental Sustainability at the 2013 Staff Conference

the

donationdonate by doing

At the University of Chester our vision is of a just and sustainable world for present and future generations. We recognise our responsibility to function with due concern for the environment in which we live and work, and to minimize the impact of our activities on that environment and promote awareness through all of our educational activities. We seek to continually improve our environmental performance by implementing policies and processes, through the EcoCampus Environmental Management System approach, and by setting targets and objectives to minimise our impact on the environment.

Fundamental to the University’s ideals and aspirations is the positive impact that the University has on the lives of students, staff, and community, all of which underpin the institution’s significant and developing contribution to the region and beyond. This sits naturally with the goal of sustainable development; to ensure that we have a positive impact on our natural world, starting at the University and spreading out across the region.

We want to promote awareness and engagement, in order to achieve environmental sustainability through all of our educational activities so we launched green Chester in november 2012. green Chester is our campaign to give staff and students driven by shared values the opportunity to transform the environmental impact of the way we work and learn together at the University of Chester.

To mark this, at the 2013 Staff Conference, we are working with our waste management company, Bagnall & Morris to make your conference zero waste to landfill, and we have worked closely with your conference organisers to offer you options to reduce our impact on our natural resources.

Thanks to Whites Catering, we are piloting a brand new food waste scheme, so all of your food scraps and leftovers will be diverted from landfill, reducing our carbon footprint and making a positive impact on our University.

Look out for us at the Conference to learn more about initiatives such as this, as well as the 2014 green Impact initiative for staff and our brand new partnership with The Donation.

get together with us at green Chester by visiting www.greenchester.co.uk. You can also contact Alice Elliott, Sustainability Manager, on 07787691494, a.elliott@chester.ac.uk or greenchester@chester.ac.uk

See the timetable

of events and

book your place

by clicking on

the Development

Week link on

Portal.

• Improve your academic skills• Enhance your CV & learn how to search for jobs more effectively• Boost your employability• Meet your PAT• Get an IT qualification (ECDL)• Learn something new• Find volunteering opportunities• Attend sports & social events

Dates4th - 7th November 201317th - 20th February 2014Development

For more information email:

development.week@chester.ac.uk

or call in to Careers & Employability Centre

(opposite the Binks building)

See the timetable

of events and

book your place

by clicking on

the Development

Week link on

Portal.

• Improve your academic skills• Get an IT qualification (ECDL)• Enhance your CV & learn how to search for jobs more effectively• Boost your employability• Meet your PAT• Learn something new• Find volunteering opportunities• Attend sports & social events

For more information email:

development.week@chester.ac.uk

or call in to Careers & Employability Centre

(Martin Building, Warrington Campus)

DateMonday

4th November 2013Skills for

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Programme of Events

08:30 – 09:00: REgISTRATIOn AnD REFRESHMEnTS Binks CBK010 anD CBK013/1&2

09:00 – 09:15: WELCOME: THE VICE CHAnCELLOR InTRODUCTIOn TO THE COnFEREnCE: DR CHRIS HASLAM, PRO-VICE CHAnCELLOR Binks CBK011

09:15 – 10:10: KEYnOTE SPEAKERS Binks CBK011

09:15 – 09:55: Keynote One: Professor Liz Thomas Professor of higher education, edge hill university, and Independent he Consultant

Professor liz thomas is Professor of higher education at edge hill university, and an Independent he Consultant. She is currently working closely with the university on our Student retention and Success programme. liz has fifteen years’ experience of undertaking and managing widening participation and student experience research, and is committed to using research to inform policy and practice at all levels. liz directed the Support and Co-ordination team for the ‘What works? Student retention and Success’ programme between 2008 -2012 on behalf of the higher education funding Council for england and the Paul hamlyn foundation. liz is author and editor of ten books on widening participation and enhancing the student experience, including Institutional transformation to engage a diverse student body (2011, emerald Publications, with Malcolm tight) and Improving student retention in higher education: the role of teaching and learning (2007, routledgefalmer, with Glenda Crosling and Margaret heagney). liz’s presentation will discuss the importance of learning and teaching to improving student retention and success, and the need for partnership working with colleagues across the university to maximise the success of all students.

09:55 – 10:10: Keynote Two: Becky Lees Chester Student’s union Vice-President, university of Chester

Becky lees is Chester Students’ union Vice-President, Academic and Welfare, and has an active involvement with the university in relation to learning and teaching. She has played a key role in developing the notion of “students as partners” through developing partnerships between the university, the Students’ union and the student body - by launching Student led teaching Awards, developing the Student Academic representative system and promoting and campaigning for changes following the analysis of nSS data.

Becky’s keynote presentation will focus on the concept of how “student engagement”, “students as partners” and the “student experience” contributes to retention and success and why this is important in relation to the QAA, the heA and the university of Chester. Becky will also highlight the importance of having students at the centre of teaching and learning and how this will contribute to the success and future of higher education.

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10:10 – 10:20: QUESTIOnS Binks CBK011

10:20 – 10:40: REFRESHMEnT BREAK Binks CBK010 anD CBK013/1&2

10:45 – 12:35: MORnIng SESSIOnS, InCLUDIng STUDEnT RETEnTIOn AnD SUCCESS FORUM

10:45 – 11:35 Concurrent Morning Sessions A

ForuM – PArT A: Student Retention and Success at the University of Chester - “What’s Worked and Why” – successful initiatives from the 2012-14 programme

(Introduced by Dr Kate Irving, Director of learning and teaching) Binks CBK011

the forum will share the important work that has been undertaken this year in the university’s Student retention and Success programme. the two sessions are slightly different in focus: attending both will provide a good overview of both current and future work. however, if you are only able to attend one session, either the first or the second will give an insight into how the university’s programme is developing knowledge and practice that can be used to enhance student retention across all programmes of study.

Part A of the forum will give a brief overview of the university’s Student retention and Success programme, together with an indication of the key success factors that have emerged from work in departments this year. this will be followed by short presentations from four of the participating departments, each of which will describe the rationale for and outcomes of one of their initiatives. there will be time at the end of the session for questions to the departments and to explore how these initiatives could be adopted in other departments.

SeSSion A1: Use of a Web-Based Interactive Learning Resource in a Part-Time, Blended Learning Programme

Dr Deborah robertson Westminster CWE126/1&2

the non-Medical Prescribing Programme is a 6 month blended learning course leading to a recordable qualification, allowing appropriate healthcare professionals to prescribe medication. Delivery of core subject materials is by a regionally developed web-based resource with consolidation of learning and evaluation of key areas in the classroom-based sessions. the university of Chester is a founder member of the health and education Co-operative which is the regional collaboration of universities to deliver this resource. the session will outline the development and implementation of the resource and demonstrate its interactive abilities and unique selling points. there will also be discussion around the pedagogical merits of using this style of learning in the target student group, as well as the potential for extending this learning project to other areas of healthcare education.

SeSSion A2: Exploring Students’ Experiential Learning Prior to University and How this Impacts on their Pedagogical Needs

Dr June Keeling, emma Godding, Dr Jan GidmanBinks CBK106/1

this interactive session will enable delegates to engage with a student-focused qualitative study which explores the impact of students’ pre-university experiential learning on their current learning needs and university experience.

our objectives are to:

• Present qualitative findings from an empirical study with first-year students, across a range of uC faculties, from three age groups (18-24 years; 25-39 years and over 40 years);

• Discuss how students’ perceptions of their existing knowledge and skills have equipped them to deal with university study in relation to their age group (as defined above);

• Share thoughts on how diversity affords new challenges and opportunities for pedagogical approaches to curriculum delivery.

this study’s point of distinction lies in its contrast with much of the existing research which has generally been quantitative (Jones, ramanau, Cross & healing, 2009; Murphy, & roopchand, 2003). there is a dearth of literature exploring the experiential learning that students bring to higher education, and how this impacts on the pedagogical choice of curriculum delivery and the student experience within higher education.

the methodology of the study falls within the interpretivist paradigm, and may be best described as phenomenological in which experience is the unit analysis. our findings reveal the students’ perceptions of their learning through their experiences.

this small-scale pedagogic research project was undertaken with funding assistance from the ltI over 2012/13.

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SeSSion A3: Resolving Dissertation Supervision Dilemmas (to aid retention)

Dr Stephen fallowsBest CBB116

Students (at all levels from BSc/BA through to PhD) present their supervisors with challenging issues. resolving these student dilemmas can be the key to success for the student.

this session will present participants with a range of scenarios based on the presenter’s personal experience with students at several uK universities.

Participant consideration of the scenarios in groups will lead to the opportunity to offer resolutions. the suggested resolutions will be reviewed and key elements identified.

SeSSion A4: Understanding Research Impact

Professor neville fordBest CBB017

this workshop aims to help colleagues around the institution understand what research impact is, and how to generate it. the session will include presentations on the different ways impact is viewed by funders of research and within the research excellence framework (ref), followed by a discussion of possible institutional and individual approaches to future development of impact.

SeSSion A5: Developing Enterprise Skills through Extra-Curricular Activities including ‘Bootcamps’ and ‘Boiler Rooms’

Dr Simon Adderley, Paul Kirkbright, Irene harrisChritchley CCR016

the focus of this workshop is on the development and delivery of a series of ‘enterprise and Innovation’ extra-curricular activities for undergraduates and postgraduates at the riverside Innovation Centre, as part of the enterprise Champions Project.

In this session we will highlight:

• the design and delivery of extra-curricular events aimed at promoting enterprise through teaching techniques linked to local and regional entrepreneurs;

• the development of extra-curricular events aimed at commercialising students’ business ideas with support from external investors;

• the development of the rIo: 2013 project which has seen students develop businesses, profits from which supported them to attend the Global entrepreneurship Congress in rio;

• opportunities for further development of extra-curricular and co-curricular activities in line with QAA guidance on enterprise and entrepreneurship.

Participants will be introduced to the activity to date and asked to comment on our progress.

SeSSion A6: Drifting to Understand

Professor Allan owensBest CBB115

In a liquid world where fast flow often dominates professional programmes and workplaces, what opportunities are there to go slow and why might this be a good idea? this session considers the process of revitalising professionalism though ‘drift’ as a deliberately counter-cultural act, improving practice through artistic inquiry and arts-based research. the approach has been developed over a 10 year period to enable students and professionals ‘to reach behind experience in order to develop a more profound understanding of that experience’ (Sachs, 1997). this is in contrast to the competency-based models of education developed as part of the new managerialism inherent in the public sector since the 1980s (randle & Brady, 1997). emphasis is placed on educating reflective practitioners rather than training technicians, and places the approach firmly in the learner centred as opposed to teacher centred camp.

11:45 – 12:35: Concurrent Morning Sessions B

ForuM - PArT B: Student Retention and Success at the University of Chester - “What Works – Ideas for the Future” - initiatives and activities planned for 2013/14

(Introduced by Dr Kate Irving, Director of learning and teaching) Binks CBK011

the forum will share the important work that has been undertaken this year in the university’s Student retention and Success programme. the two sessions are slightly different in focus: attending both will provide a good overview of both current and future work. however, if you are only able to attend one session, either the first or the second will give an insight into how the university’s programme is developing knowledge and practice that can be used to enhance student retention across all programmes of study.

Part B of the forum will provide a brief overview of the university’s Student retention and Success programme, focusing particularly on how it is to be taken forward with the heA SrS Change programme. Short presentations from the three departments in the Change programme will show how knowledge and practice that has developed at the university and throughout the sector is being used to plan activities for the coming year. there will be time at the end of the session for questions to the department team and to explore how these initiatives could be adopted in other departments.

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SeSSion B1: The Grading of Coursework: Student Self-Expectations and Tutor Grades

Dr John Cartwright, Phil Wood, neil PicklesBest CBB017

We report on an on-going project where students estimate their own grades before submitting a piece of coursework. the estimated marks are then compared with marks given by a tutor. the comparison is analysed statistically to look for significant biases and patterns. We report both optimism bias and a bias of negative expectations. the session will present data from several module assessments. hypotheses will be suggested to explain the deviation between expected and actual performance, but we hope the audience will also suggest possible interpretations. Grades will be analysed from assessment featuring a range of assessment criteria.

SeSSion B2: A Comparative Study of the Perceptions of Support Staff on their Contribution to the Student Experience

Dr Julie-Anne regan, Dr emma Dollard, nicci BanksBest CBB115

With the growing emphasis on the national Student Survey (nSS) and the introduction of increased fees, the centrality of the student experience driving the work of everyone employed in higher education (he) has never been so important. Despite this, there is a dearth of literature representing the views of non-academic staff (known in this institution as ‘Support Staff’), with regards to the impact of their work on the student experience or student outcomes (Graham, 2010).

We used a modification of the Schmidt Delphi method (SDM) (Schmidt, 1997) to ask participants to rank the order of ten propositions derived from a meta study by Prebble et al (2004). these propositions were found to reflect institutional behaviours supportive of positive student outcomes. In this workshop we aim to report on our findings in relation to the first three of our research questions:

• to what extent is there consensus among support staff based in faculties about their perceptions of their contribution to student outcomes?

• to what extent is there consensus among support staff based in central departments about their perceptions of their contribution to student outcomes?

• Are there any differences between the perceptions of support staff based in faculties and those based in central departments?

Graham C. (2010) hearing the voices of general staff: a Delphi study of the contributions of general staff to student outcomes. Journal of higher education Policy and Management, Vol. 32 (3), p213-223.

Prebble t., hargreaves h., leach l., naidoo K., Suddaby G. and Zepke n (2004) the impact of student support services and academic development programmes on student outcomes in undergraduate tertiary study: A synthesis of the research.

Accessed 9th May 2012 from http://www.educationcounts.govt.nz/publications/tertiary_education/5519

Schmidt r. C. (1997) Managing Delphi surveys using nonparametric statistical techniques. Decision Sciences Vol.28 (3), p763-774.

SeSSion B3: Writing in Creative Practice: Exploring Layers of Meaning

elizabeth Kealy-MorrisBest CBB116

this paper will discuss the activities and outcomes of a recent heA funded workshop which took place here at the university of Chester, one of a series of workshops aligned with the work of Writing Pad (http://www.writing-pad.ac.uk).

Creative students often struggle to fully understand layers of meaning in both the practical work they create, as well as the reading and writing they do alongside the practical portion of their courses. experimenting with layers in both visual and linguistic forms (via a set reading on theories of ‘representation’ by Stuart hall), the objective of the workshop was to explore ways in which we can encourage our students to work through larger contexts and ‘unpick’ layers of meaning.

During the workshop, participants engaged in lively discussion and debate about the place of various forms of writing within creative practice and the variety of practices we encourage our students to participate in to develop links between theory and practice.

the visual artefacts as well as theoretical and pedagogical outcomes of the workshop will be of interest to colleagues in a variety of disciplines who might be considering new approaches to activities of teaching, learning and assessment to support students’ articulation of tacit, experiential knowledge.

SeSSion B4: Education for Sustainability: Harvesting Sustainability Skills Across the Curriculum

Alice elliottBinks CBK106/1

Can we achieve our sustainability goals and enhance our students’ experiences? We are good at providing information, but less good at providing a forum to explore complex issues and collaborate on finding solutions.

to deliver on complex sustainability issues “we have to ask more questions, and more of us need to be asking those questions. Any transformation will require mass participation, and the ‘fittest’ solutions will be those - as eric Beinhocker suggests - that emerge from endless experimentation and ‘tinkering’.”

In the Sustainability Skills lab at the Staff Conference I will ask staff to take part in three ways:

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1. offer a suggestion of a person that students can connect with externally to enhance their sustainability skills;

2. offer a perceived threat from sustainability and an inspiration to others;

3. Bring credibility by contributing a skill or experience to add to our lab.

SeSSion B5: Does the Use of High Fidelity Simulation Adequately Prepare Nursing Students for Practice?

Stella WhitleyWestminster CWE126/1&2

this session will discuss an ltI funded research project that aims to evaluate the experiences of first year nursing students undertaking the practice simulation days, and to gain insight into perceptions of high fidelity simulation as a tool to enhance nurse education.

high fidelity simulation refers to the use of sophisticated mannequins that can be manipulated electronically to replicate real life situations and are designed to enhance the learning experience. the study will also gain an insight into staff perceptions of high fidelity simulation and its impact on pedagogy.

SeSSion B6: The Impact of Enrichment in Teacher Education

Deirdre hewittChritchley CCR016

how do we learn? that is the million dollar question. What experiences do we offer our student teachers for optimal learning? these are questions that are regularly asked by the reflective practitioner who strives for outstanding practice. At the university of Chester it is not by chance that we refer to our students as Associate teachers when they are in school; it is because we want the student, and other colleagues, to view them as apprentice teachers.

In order to have a variety of classroom experience, and an opportunity to mix with many colleagues in the profession, we have written enrichment weeks into our programme. underlying this move is the theory of ‘situated learning’ (lave & Wenger, 1990). this theory supports the notion that knowledge needs to be obtainable in authentic classroom contexts. there are two components of situated learning: social interaction and collaboration. In other words the apprentice becomes involved in a ‘community of practice’ interacting in that community and collaborating with the actors. Brown, Collins and Duguid (1989) use the notion of situated learning and the apprentice; as a result of being in the environment the associate teacher socially constructs knowledge.

I will argue that the student must encounter a variety of experiences in order to have the opportunity to enrich their understanding of how children learn, and how educational settings operate.

SeSSion B7: Don’t Get Me Wrong: Meeting the Challenges of Postgraduate Ethics Applications

Professor elizabeth Mason-WhiteheadWestminster CWE125/2

this presentation will debate the challenges presented by postgraduate students when they apply to faculty ethics Committees. examples of topics will include:• Are research methods a concern of the ethics Committee?• Does the ethics Committee undermine the Supervisor?• how can ethics Committees meet the growth of post-

graduate students?• Students undertaking research overseas: ethical issues.

12:40 – 13:40: LUnCH Whites Dining Room

13:45 – 14:35: Concurrent Afternoon Sessions C

SeSSion C1: Crossing the Pond – Building on the Alverno Experience through Exploring Innovative Assessment and Student Self-Reflection

Dr Moira lafferty, Susie WilliamsBest CBB117

Alverno College is renowned worldwide for its innovative approach to curriculum design and assessment, which is guided by its eight core principles. the aim of this workshop is for us to share with colleagues our experiences from the Conference and discuss how we can integrate some of their ideas into our current provision.

With a focus on student engagement and innovative assessment, we aim to share practice and show how Alverno’s guiding principles can be adopted and adapted for use within our own curriculum.

Conscious of the fact that the heA in their 2012 publication ‘transforming Assessment in higher education’ identify four core areas; assessment design, students, staff, and infrastructure’ within the vision for assessment development, we believe this workshop will allow everyone to examine each of these areas and help develop within the university teaching and learning Policy (2013-17) the area of innovative assessment and assessment as part of on-going learning.

the workshop will begin with a brief review of our time at Alverno, highlight some of the critical areas of interest and conclude with group work where the challenge and focus will be on integrating and developing student self-reflection within innovative assessment.

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SeSSion C2: Web 2.0 Practices and Emerging Technologies in Undergraduate Research

Adele CreerBinks CBK106/2

this paper explores different delivery, collaborative and assessment techniques using Web 2.0 practices and emerging technology. It looks at how research could be assessed using new media opportunities, whilst maintaining the systematic and critical ground rules necessary for academic rigour.

My current doctoral studies has informed a pilot study and afforded the opportunity to experiment and introduce Web 2.0 practices and emerging technologies into pedagogical practice. the considered employment of these new and emerging technologies has changed my practice and this has impacted in a positive way.

the delivery and output of the undergraduate research module have been analysed using a multimodal framework (Baldry & thibault, 2006; Jewitt, 2009) and illustrates how communication can be made and assessed through different modes (Jewitt, 2009). Whilst language is a prominent mode in communication it is not the only mode. failure to recognise the full nature of multimodal communication used in social media may impact on assessment techniques and has presented an opportunity for future research.

Baldry, A. and thibault, P.J. (2006) Multimodal transcription and text Analysis. london equinox Publishing ltd.

Jewitt, C. (2009) the routledge handbook of Multimodal Analysis, oxon, routledge.

SeSSion C3: Understanding Issues Affecting Student Retention and Success: Using NSS and FYES Student Survey Results

Michelle Spruce, lola AdegbuluBest CBB115

We encourage students at the university of Chester to complete what feels like a multitude of surveys and questionnaires during their time with us, but what happens to the results afterwards and how can we best use these results to benefit the students? this session focuses on results from the national Student Survey (nSS) and the first Year experience Survey (fYeS).

It will explain what results are available; what these results might tell us; where to find survey results; how nSS results are used externally; and how to make the best use of survey results when planning enhancement activities.

the session will also explore the use of sector results to compare the ‘Chester’ experience with other heIs; understanding the nSS results presented in KIS data on the unistats website; and how fYeS results can be used to aid understanding of retention issues for first year undergraduates.

following a presentation, there will be an opportunity for participants to ask specific questions to those delivering the workshop.

SeSSion C4: REF2014: Putting the Finishing Touches to the Impact and Environment Templates

Professor neville fordBest CBB012

this workshop for ref2014 unit of Assessment (uoA) Coordinators will focus on finalising the impact and environment sections of submissions.

It will include a summary of the points raised and lessons learned at the ref drop-in support sessions over the summer and provide uoA Coordinators with an opportunity to resolve any remaining issues. All uoA Coordinators are expected to attend. Deans and heads of Department are also welcome.

SeSSion C5: A Site-Responsive Curriculum?

Professor Peter harropBinks CBK106/1

recent work in the arts has moved from notions of the site-specific to considerations of the site-responsive, and from the fixity of site to mobility between sites. What analogies might we make between artistic and curricular/pedagogical responses to site, to presence and to mobility?

these frames of reference will be applied to the example of the Warrington Campus in order to encourage discussion of gaps and silos, interiority and externality, absence and presence in the interplay of staff and student lives.

SeSSion C6: Work Based Learning: The Transition Across Organisational Contexts - A Personal Perspective

Jean eversBest CBB116

the purpose of this presentation is to share experiences from a student on the work based learning Professional Doctorate programme. the programme enabled me to develop the confidence, knowledge and skills to work across two very different organisations.

I was formally approached to undertake a role at the Department of health. the role was to develop collaborative approaches with a range of local and national organisations to enable the successful implementation of a national policy. My decision to accept the secondment was influenced greatly by the professional doctorate programme. the key philosophy of the programme is to contribute to practice based knowledge in the work place. there are widely acknowledged benefits of work based learning programmes, such as leading and influencing practice knowledge, sharing and developing expertise within organisations.

the main aims of the Department of health role were to advise and contribute to national policy, and have an extensive knowledge and expertise of the contemporary national context and political drivers. this presentation will evidence my contribution of knowledge to both

CANCELLED

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organisations during a six month period. the presentation is based on my personal journey from the perspective of a work based learning student and will evidence the development of new practice knowledge, as well as my experiences and perspectives of the secondment in an organisation with a different culture and role in society.

SeSSion C7: The Angry Tutor: Learning to Love the Student Who Simply Isn’t That Bothered... Or Just Couldn’t Care Less

Ato erzan-essienWestminster CWE126/1&2

the academic year 2011-2012 marked a particular low point in my career as a lecturer. Confronted with a near 50 per cent failure rate on two key assignments, low average marks overall and several cases of academic malpractice in modules I was responsible for, I resolved that drastic action was needed. It was ‘do or die...’

this paper will discuss outcomes from the implementation of a range of initiatives to enhance student attendance, retention and attainment on two journalism modules (Me4223 law and ethics and Me5224 feature Writing) in the academic year 2012-2013.

the aim of the paper is as follows:

1. to challenge perceived expectations of poor and mid-range achieving students entering higher education;

2. to forward an argument that intense focus on key skills should be at the heart of any initiative designed to enhance undergraduate attainment;

3. to analyse and discuss the impact of regular formative assessments, one-to-one tutorials, assessments of student engagement and the use of ‘incentives’ on undergraduate attainment;

4. to explore the tensions created through teaching practice-based modules in an academic environment;

5. A perspective on why students now require a different relationship with tutors and how this can be achieved.

SeSSion C8: Use of Audio and Video Feedback for Posters and Digital Presentations

Wendy Garner, tony PickfordWestminster CWE125/2

Parallel to and following on from practice and research in the Geography Department on the use of audio podcasts for student feedback, (france & Wheeler, 2007; france & ribchester, 2008) and work by rotherham at leeds Met (2007), feedback for component one of the non-core assignment on the PGCe (early Years) programme has been given by audio podcasts since 2010. Students’ work was in the form of posters up until last year, when a digital presentation of an annotated bibliography became the required format. this year (2013) has been the first year that a video podcast (in the form of a screencast) has been used to give feedback on the assignment. this has enabled audio

comments to be made over a video screen capture of the digital presentation.

Since 2010, students’ views and feedback about this approach to assessment have been gathered via Survey Monkey. this has provided a relatively small, but rich source of quantitative and qualitative data – up to last year, the PGCe (early Years) was a small group of around 15 trainee teachers. the presentation (and subsequent article) will focus on positive responses to this innovative feedback format and the suggestions for improvement that have informed its development.

SeSSion C9: Improving Academic Attainment, Retention and the Student Experience through Peer-Assisted Learning

Maria Skinner, ed rigbyChritchley CCR016

the aim of the session is to demonstrate the benefits of Peer-Assisted learning in terms of retention, academic attainment, fostering a culture of active academic engagement among students, and developing employability. this session will be of interest to all colleagues keen to support student retention and progression.

14:40 – 14:55: REFRESHMEnT BREAK Binks CBK010 and CBK013/1&2

15:00 – 16:30: AnnUAL ADDRESS: THE VICE CHAnCELLOR Binks CBK011

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Conference Evaluation and FeedbackHow did we do?Give us your feedback on your experience of this year’s Staff Conference for

a chance to win £25 John Smith’s Bookshop vouchers. Just scan the Qr code

below with your phone to visit our online survey or go to

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thanks (and good luck!)

Disseminate your researchSave yourself the time and effort of e-mailing your presentation to all those who

ask for a copy by adding it to the Staff Conferences section of ChesterRep

For more information contact chesterrep@chester.ac.uk

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Notes and “Aha” Moments......

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EntranceDisabled parkingBus StopCyclewaysAccess to CyclewaysCycle shelterRecommended walking routes

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66 Biological Sciences61 Business/Chester Business School56 Careers and Employability Centre15 Centre for Work Related Studies45 Chaplaincy 18 Computer Science, Mathematics and Business Computing67 Clinical Sciences20 Conference Office15 Corporate Business and Enterprise74 Education and Children’s Services52 English58 Facilities Department25 Finance Office16 Geography and Development Studies75 Health and Social Care18 History and Archaeology83 International Office82 Law44 Learning and Information Services (Library) 76 Marketing, Recruitment and Admissions61 Marketing, Tourism and Events Management18 Mathematics18 Modern Languages26 Psychology51 Registry Services16 Social and Communication Studies67 Sport and Exercise Science40 Theology and Religious Studies17 Work Based Learning18 Student Support and Guidance

15 Bache Hall16 Best Building17 Beswick Building18 Binks Building56 Careers and Employability Centre47 CH1 (student bar)22 Chapel60 Changing Rooms25 Chichester House26 Chritchley Building28 Cloisters63 Downes Sports Hall32 Faith Space & Postgraduate Space34 Fitness Suite83 Gateway House71 Grounds and Gardens38 Gymnasium80 Grosvenor House40 Hollybank79 Hollybank Lodge8 Hunters Walk20 John Smith’s Bookshop45 Longfield House (Chaplaincy Centre)1 24 Liverpool Road82 67 Liverpool Road

70 Maintenance Stores70A Maintenance Office48 Molloy Hall81 NoWFood Centre51 Old College55 Prairie64 Parry Squash Courts67 Price Tower57 Reception and Porters’ Lodge58 Rigg Building74-76 Riverside Building84 Santander36 Senate House13 Seaborne Building44 Seaborne Library62 Small Hall49 Students’ Union65 Swimming Pool66 Thomas Building52 Vicarage61 Westminster30 Whites Dining Room

Department/Faculty

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